Nancy K. Bristow
Office: 140 Wyatt Hall
Phone: Ext. 3173
Email: nbristow@ups.edu
Office Hours:
Mon./Wed./Fri. 9:00-11:00
and by appointment
History 200
Doing History: An Introduction
Spring 2016
“The study of history is not a journey into a dead past but instead offers a way to
understand and live in the present.”
--Jules R. Benjamin, A Student’s Guide to History
To study history one must know in advance that one is attempting something fundamentally
impossible, yet necessary and highly important. To study history means submitting to
chaos and nevertheless retaining faith in order and meaning. It is a very serious task.
--Hermann Hesse, Magister Ludi
This is a different kind of history course.
--Professor William K. Breitenbach
T
his course will introduce you to the discipline of history. We will explore the nature of history
from both philosophical and practical perspectives. We will begin our exploration by thinking
and talking about how historians understand the nature of historical knowledge. In this
preliminary investigation we will seek to answer the basic question "what is history?" and
consider how historians have answered that question by developing different historical approaches.
Following this initial introduction to the discipline we will concentrate our energies on the more
practical task of defining and developing the skills essential to the work of the historian. In
particular, we will focus on the techniques of reading and analyzing both primary and secondary
sources, formulating and defending ideas, and conceptualizing, researching, writing and revising
historical projects. In the final weeks of the semester you will have a chance to practice the
techniques we have been exploring as you develop and complete a first and final draft of your own
research paper. This course is designed to introduce prospective majors and minors to the discipline
of history early in their academic careers. By the end of this course you will have had the chance to
think and talk a great deal about the field of history. I am also hoping that you will have collected
and polished your own set of the tools used by historians. Both of these experiences should leave you
more fully prepared to meet the demands of your chosen major or minor in history. Hopefully they
will also encourage your increasing engagement with, and excitement about, the study of the past.
Because the instructor’s expertise is in American history, our readings and your writing will focus on
the history of the United States, but our purposes will always be to think methodologically, rather
than in terms of content.
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COURSE OBJECTIVES:
Students in this course will have the opportunity to:
 consider critically the discipline of history and its purposes and responsibilities in a
democracy
 gain command over the methods historians use to analyze the wide range of primary texts that
are the central building blocks of their work
 become skilled in evaluating secondary sources and to achieve a growing understanding of the
place of historiography in the craft of history
 to develop familiarity with the kinds of writing assignments that may be required in upperdivision history courses such as close readings, source reviews and research papers
 to gain skill in conceptualizing issues and questions that can serve as the focus of historical
investigations
 to learn about and practice the process of research that includes locating, assessing, reading
and analyzing the sources necessary for a comprehensive exploration of a focused topic
 to develop their skill in presenting their work to others and in offering effective responses to
their peers’ work
 to continue polishing their skills in cooperative learning
READINGS:
You will have considerable assigned reading in the early weeks of the course, less in the middle
weeks of the course, and very little assigned reading by the final weeks, when you will be conducting
and writing up your own research. Readings will be discussed on the day listed in the syllabus. In
order to prepare for class, then, you will need to complete the reading assignments before you come
to class on that day. You should bring your own copy of the reading with you to class to facilitate
your participation in the discussion. In addition to a required COURSE PACKET, the following
books are required, and are available at the university bookstore:
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John A. Arnold, History: A Very Short Introduction (New York: Oxford University Press, 2000).
Jenny L. Presnell, The Information-Literate Historian: A Guide to Research for History Students (New
York: Oxford University Press, 2013).
Mary Lynn Rampolla, A Pocket Guide to Writing in History (Boston: Bedford/St. Martin’s, 2012).
Timothy B. Tyson, Blood Done Sign My Name: A True Story (New York: Three Rivers Press, 2004).
WRITING ASSIGNMENTS:
You will do a great deal of writing in this course, both preparatory and formal. These assignments are
intended to give you a wealth of opportunities to polish the skills this course is designed to teach. Below
are brief descriptions of the assignments. Fuller explanations of the formal paper assignments will be
distributed and discussed in class at appropriate times. The essay lengths listed below are not limits, but
are intended to serve only as guides, giving you a rough idea of the scale of paper I am expecting for each
assignment. Your papers in each case may be longer or shorter as needed.
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Preparatory Exercises:
The syllabus provides guidelines for preparation for all class days. I will often ask you to write a
paragraph or to complete a worksheet or some other assignment. After you begin your research projects, I
will often ask you to bring to class materials related to that work. Some of these preparatory exercises
will be turned in. These assignments are described in the syllabus, in bold print, as part of the
preparation for the class day on which each is due. You are responsible for being aware of all assignments
and for bringing them with you to class on the day they are due. These exercises are important because
they offer us an opportunity for individualized communication about the principles and practices of
history. You will find that completing them with care will facilitate your successful participation in class
discussions as well. Please note, too, that these assignments constitute an important component of your
final grade. To reinforce the pedagogical purposes of these exercises, the preparatory exercises must
be turned in in class, and on the day they are due, except in cases of illness or emergency. Late
assignments will not be accepted.
Preparatory Exercises: Due Dates
1. Jan. 22
2. Feb. 3
3. Feb. 5
4. Feb. 12
5. Feb. 26
6. Mar. 7
7. Mar. 9
8. Mar. 25
9. Mar. 30
10. April 4
11. April 11
12. April 13
13. April 25
14. April 27
15. May 4
What is History?
Smithsonian Advice
Introduction and Body Paragraph, Paper 1
Internal Criticism Form
Secondary Source Worksheet on Jacobs
Historiography Worksheet
“Gutting” Worksheet
Notes on Sources
Annotated Bibliography
Working Hypothesis and Paragraph(s) using 3 “Telling Details”
Point-based Outline and 3 Timeline Entries
Draft of Introduction
Peer-Editing Comments
Self-Evaluation Worksheet
Revised Introduction or Conclusion
Formal Papers:
More complete descriptions of each assignment will be distributed in class.
Paper #1: What is History? Analyzing Blood Done Sign My Name (3-4 pages)
Due in class on Monday, February 8
Paper #2: Using Primary Sources to Build a Paper (3-4 pages)
Due in class on Wednesday, February 24
Paper #3: Critiquing History--Secondary Source Review (3-4 pages)
Due in class on Friday, March 11
Paper #4: Research Paper--Preliminary Draft (roughly 8-10 pages and 3 digital timeline entries)
Due in class on Monday, April 18
Paper #5: Research Paper--Final Draft (roughly 10 pages of text plus 5-10 digital timeline entries)
Due in my office (Wyatt 140) by Friday May 13, by 2:00 p.m.
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Grading Standards for Formal Papers:
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A paper that receives a grade lower than “C” does not meet the standards of this course. Typically a “D”
or “F” paper does not respond adequately to the assignment, is insufficiently developed, is marred by
frequent errors, unclear writing, confusing organization, or some combination of these problems.
A typical “C” paper has a good grasp of the material on which it is based and adequately responds to the
assignment, reflecting a solid understanding, a strong thesis, and meaningful insights. Yet such a paper
may provide a less-than-thorough defense of the student’s ideas, or may suffer from problems in
presentation such as frequent errors, unclear writing, or confusing organization.
A typical “B” paper is very good work that contains significant insights that demonstrate that the student
has engaged in serious thinking and has developed an important and imaginative thesis as a result. A “B”
paper also includes strong development of the main ideas of the paper, including substantial and wellexplicated evidence. These papers are generally effective in their presentation as well.
A typical “A” paper is exceptional. Not only does an “A” paper include all of the strengths of a “B” paper,
but it also has an exceptionally perceptive and original central argument that is cogently argued and
supported by a very impressively chosen and developed variety of specific examples drawn from a range
of sources. An “A” paper also succeeds in suggesting the importance of its subject and of its findings.
CLASS PARTICIPATION:
In addition to doing significant writing, you will also spend a great deal of time in this course talking
about history. While attendance is important in all of your courses, recognize that in this case it is not
only mandatory, but also fundamental to your overall success in this course and in other history courses in
the future. Because this is a methods course, each class day is devoted to working through a particular
skill important to the historian’s work. If you miss a day, you have missed the opportunity to talk and
think about a particular component of the historian’s craft. Keep in mind, too, that attendance and
contributions to discussions will make up an important part of your grade. You will notice that for almost
every day of class there is a "prep" listed in the syllabus. Sometimes this involves doing some informal
writing. Other times the preparation simply requires engaging in some careful thinking about questions
introduced there. It will be vital to pay attention to these notations in the syllabus. They will help you
prepare for the day's class discussion. The following suggestions will also help to make our discussions
as fruitful as possible:
 Prepare for class: This includes not only reading all assignments before class, but thinking about
that reading and engaging with the suggested preparation, as well. It is generally useful to write down
your responses to the preparatory questions, even if they are not going to be turned in. This not only
forces you to think critically about what you are reading but will often make it easier for you to speak
up in class.
 Attend class: Unless you are in class, the rest of us cannot benefit from your ideas, and you will miss
the opportunity to benefit from the ideas of your classmates.
 Participate in discussions: Several minds are always going to be better than just one. For this
reason, we will all benefit from this course to the degree that each of you participates in our
discussions. Each of you has a great deal to contribute to the class, and each of you should share that
potential with the other class members. In this class, too, you have a fundamental role to play as peer
editors for your classmates.
 Listen to your classmates: The best discussions are not wars of words, but are a cooperative effort to
understand the issues and questions at hand. Listen to each other, and build on the ideas raised by
others. While we will often disagree with one another, you should always be sure to listen to each
other. Always treat your classmates, their work, and their opinions with the respect they deserve.
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Grading Standards for Class Participation:
Following each class session I will record a participation mark for each class member for that day’s
discussion. It is on the basis of those marks, then, that your participation grade is based. Recognize that
absences count essentially as zeroes, and have a profound impact on your participation grade. While
illness, emergencies, and obligations on behalf of the university count as excused absences, they can only
be recorded in this way if you let me know the reason for your absence. Too many unexcused absences
may lead to a student being dropped from the course (WF).
 A student who receives a grade lower than “C” is consistently unprepared, unwilling to participate,
refuses to engage with others, often seems distracted from the discussion, or is too frequently absent.
 A student who receives a “C” for discussion typically attends every class and listens attentively, but
rarely participates in discussion. Other “C” discussants would earn a higher grade, but are too frequently
absent from class, or may not listen openly to the ideas and suggestions of others.
 A student who receives a “B” for his or her participation typically has completed all the reading
assignments on time, and makes important contributions to our discussions. This student may tend to
wait for others to raise interesting issues, rather than initiating discussion. Other “B” discussants are
courteous and articulate but do not listen to other students, offering their ideas without reference to the
direction of the discussion. Still others may have a great deal to contribute, but participate only
sporadically, or may not regularly connect their contributions to particular texts or specific examples.
 A student who receives an “A” for his or her participation typically comes to every class with questions
and ideas about the readings already in mind. He or she engages other students and the instructor in
discussion of their ideas as well as his or her own. This student is under no obligation to change their
point of view, yet listens to and respects the opinions of others. This student, in other words, takes part in
an exchange of ideas, and does so on a regular basis. This student also makes use of specific texts and
examples during the discussion.
RESOURCES TO KNOW ABOUT:
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Office of Accessibility and Accommodations. If you have a physical, psychological, medical or
learning disability that may impact your course work, please contact Peggy Perno, Director of the
Office of Accessibility and Accommodations, 105 Howarth, 253.879.3395. She will determine with
you what accommodations are necessary and appropriate. All information and documentation is
confidential.
Reference Librarian: Peggy Burge (pburge@pugetsound.edu) is the History Department liaison
librarian. You will meet her when she conducts some library sessions for our course. She is also
available to meet with you in individual appointments for assistance with your research. You will find
she is a remarkably knowledgeable guide to research methods, our library and beyond.
Archivist and Special Collections Librarian: Katie Henningsen (khenningsen@pugetsound.edu) is
the librarian who handles the university archives. She will have regular office hours as well as open
hours at the archives. She, too, is remarkably knowledgeable and a great resource for this course.
The Center for Writing, Learning and Teaching is available to all Puget Sound students interested
in developing their writing skills. Here you can meet with a writing advisor for help with every stage
of the paper process. To make an appointment with a writing advisor you can stop by the center, in
Howarth 109, or make an appointment by calling 879-3404 or emailing writing@ups.edu.
Harvard University’s Writing Center has a website loaded with useful advice on writing. To visit
their site, go to: http://writingcenter.fas.harvard.edu/pages/strategies-essay-writing.
Patrick Rael, Bowdoin College, Reading Writing, and Researching for History: A Guide for
College Students is a wonderful collection of advice for the history student, available on the Bowdoin
College website. The address is: http://www.bowdoin.edu/writing-guides/. I will ask you to read
materials on this site for some of our class days.
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POLICIES TO KNOW ABOUT:
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Academic Integrity: It is assumed that all of you will conform to the rules of academic honesty
and integrity. I should warn you that plagiarism and any other form of academic dishonesty will
be dealt with severely in this course. Plagiarizing in a paper will be reported to the university,
will result in an automatic F on that assignment and potentially in the course, and may lead to
more substantial university-level penalties. Because academic dishonesty is such an egregious
offense, the penalty is not negotiable. As a member of this academic community, your integrity
and honesty are assumed and valued. Our trust in one another is an essential basis for our work
together. A breach of this trust is an affront to your colleagues and to the integrity of this
institution, and so will be treated harshly. Rest assured that I will make every effort to familiarize
you with the rules surrounding academic honesty. If at any time you have questions about these
rules, too, know that I am anxious to help clarify them. In the end, though, it will be up to you to
know the rules and adhere to them.
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Illnesses, emergencies, and approved, university-related activities: These are excused
absences, provided you inform me about them as soon as possible. Beyond these, though, other
absences are unexcused, and will count against your participation grade. In addition, too many
unaccounted for absences may lead to your being withdrawn from the course, so please send me
an email if your absence falls under an excused circumstance.
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48 Hour Rule: Recognizing that life happens, we will operate according to my “48 hour rule” in
this course. This means that you can turn in one paper up to 48 hours late without penalty or
explanation. Beyond this, though, late papers will be accepted only in cases of illness or
emergency, or when prior arrangements have been made, and generally will be penalized except
in cases of illness or emergency. You must contact me to make arrangements for any late
assignments. The 48 hour rule cannot be used on the first draft of the research project or on
preparatory assignments.
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Course Completion: No late assignments will be accepted after 5:00 p.m. on Friday of final
exam week. You must complete all formal papers in order to successfully complete this course.
Students missing one of the five formal papers will receive a WF for the course.
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Bereavement Policy: We all hope this policy will not come into play, but if this should occur, the
University of Puget Sound recognizes that a time of bereavement can be difficult. Therefore, the
university provides a Student Bereavement Policy for students facing the loss of a family member,
which this course follows.
Students are normally eligible for, and I would of course grant, three
consecutive weekdays of excused absences, without penalty, for the death of a family member,
including parent, grandparent, sibling, or persons living in the same household. If you need
additional days, you should let me know, and also request additional bereavement leave from the
Dean of Students or the Dean’s designee. In the event of the death of another family member or
friend not explicitly included within this policy, know that you can petition for grief absence
through the Dean of Students’ office for approval, and I am very open to granting it for the course
as well. To request bereavement leave, a student must notify the Dean of Students’ office by
email, phone, or in person about the death of the family member. If you need any help with this
process, please just ask and I will supply whatever support I can.
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GRADING SCALE:
In assigning grades, both during the semester and at its end, I will use the following scale:
A+:
97-100
A:
93-96
A-:
90-92
B+:
87-89
B:
83-86
B-:
80-82
C+:
77-79
C:
73-76
C-:
70-72
D+:
67-69
D:
63-66
D-:
60-62
F:
below 60
FORMULATION OF COURSE GRADE:
Your final grade will be assigned according to the following weighting of the component grades:
Paper #1 (due Monday, February 8)………………………….…..5%
Paper #2 (due Wednesday, February 24)......………………...….12.5%
Paper #3 (due Friday, March 11)............………....…………......12.5%
Paper #4 (due Monday, April 18) ………………………….…...15%
Paper #5 (due Friday, May 13).............………………………....25%
Preparatory writing exercises…………………….……....…......15%
Class participation…………………………….……...…………15%
Schedule of class meetings,
readings, and writing assignments
UNIT ONE:
WHAT IS HISTORY?
* * * * *
This unit explores the nature of the discipline of history, forcing us to grapple with its interpretive quality.
Historians share methodologies—a way of asking and answering questions—that are distinct to the
discipline and on which most historians agree. They also engage, though, in frequent disagreements—
over the content of historical interpretations, and even over the nature and purposes of the discipline.
Beginning with an historian’s account of his own struggles to understand the past, this unit will give us a
chance to develop an understanding of the historian’s work—its goals and its responsibilities. We will
learn a bit about the history of history, the evolving assumptions that guide the discipline, and how
historians wrestle with the task of knowing the unknowable.
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“The past is never dead. It’s not even past.”
--William Faulkner, Requiem for a Nun
“The past can be used for almost anything you want it to do in the present. We abuse it when we create
lies bout the past or write histories that show only one perspective. We can draw our lessons carefully
or badly. That does not mean we should not look to history for understanding, support, and help; it
does mean that we should do so with care.”
--Margaret MacMillan, Dangerous Games
“To accept one’s past – one’s history – is not the same thing as drowning in it; it is learning how to use it.
An invented past can never be used; it cracks and crumbles under the pressures of life like clay in a season
of drought.”
--James Baldwin, The Fire Next Time
1. (W) January 20
Introduction to the Course and the Historian’s Responsibilities
 Questionnaire (used for History Department assessment)
 Why history matters: Holocaust revisionists
2. (F) January 22
What is History?
READING:
 Syllabus for History 200 (seriously, you need to read this front to back! It is our contract and
you need to know what it contains and what you are agreeing to.)
 Mary Rampolla, A Pocket Guide to Writing in History, pp. 1-5
 John H. Arnold, History: A Very Short Introduction, ch. 1
 Course Packet, pp. 1-22
o Robert C. Williams, “History”
o Richard Marius and Melvin E. Page, “Introduction”
o Michael J. Galgano et al, “What Is History?”
 Timothy B. Tyson, Blood Done Sign My Name: A True Story, chs. 1-4
PREP:
Think a bit about the nature of history. On what identifying features do the historians you read for
today agree? Then ask yourselves the following questions: What does it mean to suggest that
history is always changing? That history reflects the individual (and the culture) that writes it?
What does Arnold mean when he suggests that history “is an argument between the past and the
present”? When he refers to history as “true stories”? Next think about the book by Tyson. What
is this book about? Why did Tyson decide to write it? What can it tell us about the nature of
history as a field? About what makes the work of the historian difficult? What does it suggest
about our responsibilities? Write a paragraph answering any one of these questions. Be sure
to quote from at least one of our readings in your paragraph. (EXERCISE #1)
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3. (M) January 25
History: Art or Science?
READING:
 Arnold, History: A Very Short Introduction, chs. 2-3
 Course Packet: pp. 23-39
o Carl L. Becker, “Everyman His Own Historian”
o Robin G. Collingwood, “The Limits of Historical Knowledge”
 Tyson, Blood Done Sign My Name, chs. 5-7
PREP: Be ready to debate the following question in class: Is history an art or a science? Prepare
three reasons in favor of your answer, and three rebuttals to the opposing answer. What are the
implications of your answer for how you view Tyson’s work?
4. (W) January 27
History Matters: Sources and Schools
READING:
 Arnold, History: A Short Introduction, chs. 4-5
 Tyson, Blood Done Sign My Name, chs. 8-9
PREP: What does Arnold mean when he says, “The sources do not `speak for themselves’ and
never have done”? When he says, “Every history is provisional, an attempt to say something in
the face of impossible complexity”? How do different kinds of history fit into this concept?
5. (F) January 29
The Telling of the Truth and the Problem of Silences
READING:
 Arnold, History: A Short Introduction, chs. 6-7
 Moodle:
o Michel-Rolph Trouillot, Silencing the Past: Power and the Production of History
PREP: Why does Arnold suggest it is important to read sources “against the grain”? When he
suggests that “if we ask for one, sole, monolithic Truth, we may silence other possible voices,
different histories”? What does Trouillot add to this conversation, and what are the implications of
his exploration of silences?
6. (M) February 1
Objectivity, Relativism, and the Complexity of Historical Narrative
READING:
 Moodle: Hayden White, “The Fictions of Factual Representation”
PREP: How do you respond to White’s challenge to all historical interpretation? Does Trouillot
help us think about this?
7. (W) February 3 The Roles and Responsibilities of the Historian
READING:
 Course Packet, pp. 49-56, 306-311
o Documents on the Enola Gay Controversy
o Charles Krauthammer, “History Hijacked”
o Martin J. Sherwin, “Forgetting the Bomb: The Assault on History”
 Moodle: Margaret MacMillan, “History Wars” from Dangerous Games
PREP: Write a paragraph (or two) suggesting how the Smithsonian should have handled the
Enola Gay controversy and why this would have been the most appropriate resolution. Cite
at least one of the course readings to support your argument. (EXERCISE #2)
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8. (F) February 5
Historical Mindedness, or How Historians Think
READING:
 Tyson, Blood Done Sign My Name, complete
 Course Packet: pp. 44-48, 57-77, 156-161
o Keith C. Barton, “Research on Students’ Historical Thinking and Learning
o James J. Sheehan, “How History Can Be a Moral Science”
o Samuel S. Wineburg, “Historical Thinking and Other Unnatural Acts”
o Conal Furay and Michael J. Salevouris, “Historical-Mindedness: The Goal of
o Historical Study”
o Michael Harvey, “Paragraphs”
 Rampolla, A Pocket Guide, ch. 62-65
PREP: Think about what constitutes historical-mindedness. What is the purpose of historical
study? What are the key differences, according to Barton, between how students and historians
approach historical sources and the past? What does Sheehan suggest about history as a moral
pursuit? Why does Wineburg describe our work as an “unnatural act”? Where does “truth” fit in?
Given this, how is the way historians approach the past different from how non-historians do so?
Now, do you think Timothy Tyson exhibits historical-mindedness in Blood Done Sign My Name?
Why or why not? Bring your introduction and one body paragraph of your paper, due
Monday, with you to class. We will workshop with these in class today. (EXERCISE #3)
UNIT TWO
THE RAW MATERIALS:
WORKING WITH PRIMARY SOURCES
As you know from our first unit, primary sources are the historian’s most important building blocks in
their construction of historical interpretations. In this unit you’ll learn how to interrogate primary
sources, both recognizing their limitations and discovering the meaning(s) they can offer if read carefully,
critically, and “against the grain.” From here we’ll take the next steps, as you take your work with
primary sources and build an interpretive essay.
“The past is a foreign country: they do things differently
there.”
--L. P. Hartley, The Go-Between
9. (M) February 8
University Archives and the Thrill of the Hunt
**We will meet in the Shelmidine Room on the second floor of Collins Memorial Library.
Please note that food, drink, and ink pens are not allowed in the Archives or the Shelmidine
Room.
READING:
No new reading today. Today will be an exciting opportunity to meet both Katie
Henningsen, the University Archivist, and Peggy Burge, the Research Liaison for the History
Department. We’ll have some fun wrestling “truth” from the raw materials of our university’s
history.
**Your FIRST PAPER is due in class TODAY!!**
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10. (W) February 10
The Challenges of Primary Sources: Context
READING:
 Rompalla, A Pocket Guide to Writing in History, pp. 6-15
 Course Packet: pp. 86-122
o Documents on the Thomas Jefferson/Sally Hemings controversy
o Elsa Barkley Brown, “African American Women’s Quilting”
o Conal Furay and Michael J. Salevouris, “Historical Thinking: Context”
 Moodle:
o Visit the Thomas Jefferson Memorial Foundation website and read at least two of the
documents posted there related to the Jefferson/Hemings issue. Then read one more
scholarly piece posted on Moodle about the issue.
PREP:
Read through the assigned documents on the Thomas Jefferson/Sally Hemmings controversy, and
also read two documents from the Thomas Jefferson Memorial Foundation website and one
additional scholarly piece posted on Moodle. Why has it been so difficult for historians to figure
out what happened? What do we need to do to avoid these difficulties and develop a responsible
interpretation of their historical interactions? To begin answering these questions, read through
the essay from Elsa Barkley Brown. What does Brown mean when she discusses the need to
“pivot the center”? How do the suggestions of Furay and Salevouris correspond to the ideas
offered by Brown? How does all of this frame our approach to the Jefferson/Hemings
controversy? Finally, does the evidence confirm that Thomas Jefferson fathered one of Sally
Heming’s children? Be ready to explain your answer to this last question.
11. (F) February 12
Finding Meaning: Interrogating our Sources
READING:
 Presnell, The Information-Literate Historian, 221-223
 Rampolla, A Pocket Guide, pp. 6-15 (again) and 29-33, 39-42
 Handout: Internal Criticism Form
 History 200 Library Webpage: http://research.pugetsound.edu/History200Bristow
Our webpage, created by Peggy Burge, includes significant resources for your
research this semester. For today, use the links to subject encyclopedias and
dictionaries to read up on the United States in the 1950s. Some useful concepts to
explore might include suburbanization, the Cold War, culture, family, atom bomb,
baby boom, gender roles, race relations and civil rights.
 Moodle: The House in the Middle
PREP:
Using the guidelines on how to read primary sources we talked about in class on Wednesday and
the additional material offered from Presnell and Rampolla, “read” the film The House in the
Middle. Interrogate the film to gain a full sense of what it intended to say to its audience, where
we might find reason to question the veracity of the film, and what unintended insights the source
might offer to the student who understands the context of the film and reads it “against the grain.”
To be able to do this well, you will want to watch the film, develop a full and meaningful context
for it, and then watch it again. Make a record of the three subject encyclopedia entries you
found most useful for building context, including a full bibliographic citation for the
reference and a sentence suggesting what you learned from it that was useful for thinking
about the film. Then fill out the Internal Criticism Form and bring it with you to class.
(EXERCISE #4)
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12. (M) February 15
Case Study: The Little Rock Crisis Introduced
READING:
 Course Packet: pp. 133-151
o William K. Breitenbach, “How to Read a Primary Source”
o Dwight D. Eisenhower, “Radio and Television Address to the American People on
the Situation in Little Rock,” 24 September 1957
o Wayne C. Booth, et al, “Prologue: Assembling a Research Argument” and
“Making Good Arguments: An Overview”
o William K. Breitenbach, “Internal Criticism Form”
PREP:
Read the Eisenhower speech and as we did with the film, interrogate it fully, thinking about issues
of author, audience, purpose and genre. Be sure, too, to put it into context. Use the same process
you did for the film, exploring historical dictionaries and subject encyclopedias (NOT Wikipedia.)
Next, begin to imagine topics for which the speech might prove a valuable source. What
limitations would constrain its usefulness? Now formulate a question that pushes you to read the
source “against the grain”--i.e., a question that makes the document tell you something that
Eisenhower did not intend it to reveal. Find a telling detail in the document that could help you
answer your question. Again fill out the Internal Criticism Form and bring it with you to class.
Today we will imagine how this single source could be used to write an interpretive essay.
13. (W) February 17 Case Study: Asking and Answering Questions about Little Rock
READING:
 Patrick Rael, Reading, Writing, and Researching for History, sect. 3c: “How to Ask
Good Questions,” sect. 3d: “What Makes a Question Good?” and sect. 3e:
“From Observation to Hypothesis” (http://www.bowdoin.edu/writing-guides/)
 Moodle:
o “The Watershed Years of the Southern Movement,” from Freedom on My Mind
o Documents on the crisis at Little Rock Central High School at the Eisenhower
Presidential Library :
http://www.eisenhower.archives.gov/research/online_documents/civil_rights_little_rock.html
(Be sure to read the introductory paragraph that precedes the list of sources on the website.)
o Also browse the other sites and sources posted on our Moodle site related to the Little
Rock Crisis, Eisenhower, and the process of integration in Little Rock
PREP:
Primary sources do not simply provide us with “the truth,” and instead serve as the basis for
historical debates about issues of importance. The Little Rock Central High School crisis offers
us one such debate, as historians continue to argue about Eisenhower’s real view on integration
and racial justice, and the motivations that moved him to act in 1957. Compare the analysis of
Eisenhower’s actions in Little Rock presented by the Presidential Library introduction, and the
section from Freedom on My Mind. How do you explain the different perspectives? Now peruse
the primary source documents from the Eisenhower Presidential Library. Does one of these
documents seem especially useful for making sense of Eisenhower’s actions? What claim would
you make about Eisenhower’s views on integration?
13
14. (F) February 19
Imagining Your Papers
READING:
 Course Packet: pp. 152-155
o William Breitenbach, “Writing History Papers”
 Rampolla, A Pocket Guide, ch. 4
 Patrick Rael, Reading, Writing, and Researching for History, ch. 6, “Writing Your
Paper,” entire, available at: http://www.bowdoin.edu/writing-guides/
PREP:
Your second paper will be based in the close analysis of at least three of the documents relating to
the Little Rock crisis, integration, or President Eisenhower. It will be up to you to frame a
question you can answer with sources available through our Moodle site, to analyze those sources
carefully to find “telling details,” and to construct and prove your argument in a paper. Your
preliminary work on the paper is your prep for today. Time in class today will be dedicated to
building plans for your papers.
15. (M) February 22
Writing Workshop / Peer Editing
READING:
 Course Packet, pp. 295-305
o William Kelleher Storey, “Writing Sentences…” and “Choose Precise Words”
PREP: Bring a full draft of your paper to class today. We will begin the day with a brief writing
workshop, talking about issues of coherence and clarity, and then break into peer-editing
partnerships to apply these principles to the paper drafts.
UNIT THREE
CONSUMING HISTORY:
WORKING WITH SECONDARY SOURCES
In this unit you’ll become a participant in the on-going conversation among historians. As you know,
historians often disagree. Even working with the same sources and asking similar questions, we may
reach different conclusions about their meaning, and the answers they offer to historical questions. In
this unit you will learn how to read secondary sources efficiently and effectively, how to recognize their
explicit arguments and their implicit assumptions, how to evaluate their quality, and how to discern their
historiographical significance. These skills will prepare you for engaging with others about historical
issues and questions. You will also learn how to use reviews effectively, and you’ll conclude the unit by
writing your own review of a secondary source.
“I am aware that there is an inherent tension in suggesting that we should
acknowledge our position while taking distance from it, but I find that tension both
healthy and pleasant. I guess that, after all, I am perhaps claiming that legacy of
intimacy and estrangement.”
--Michel-Rolph Trouillot, Silencing the Past
14
16. (W) February 24
Reading Secondary Sources as an Historian: Claims and Evidence
READING:
 Rampolla, A Pocket Guide to Writing in History, 16-26
 Presnell, The Information-Literate Historian, ch. 5
 Course Packet: pp. 162-164, 360-371
o William Breitenbach, “How to Read a Secondary Source” and “How to Take Reading
Notes”
o Seth Jacobs, “’No Place to Fight a War’: Laos and the Evolution of U.S. Policy
Toward Vietnam, 1954-1963”
PREP:
Summarize Jacobs’ thesis in one sentence. Then think about how he makes that argument. What
are the supporting arguments he employs? What kinds of evidence does he use? Do these seem
appropriate for his subject? Can you imagine other ways he could have approached it?
**Your SECOND paper is due in class today!!
17. (F) February 26
Secondary Sources: Making Judgments
READING:
 Presnell, The Information-Literate Historian, ch. 10 (skim)
 Course Packet: p. 360-371
o Seth Jacobs, “’No Place to Fight a War’: Laos and the Evolution of U.S. Policy
Toward Vietnam, 1954-1963”
 Worksheet on Secondary Sources
PREP:
Read Jacobs again, and complete the worksheet and bring it with you to class.
(EXERCISE #5)
18. (M) February 29
Secondary Sources: The Range of the Historian’s Reach
READING:
 Course Packet: pp. 194-225, 312-359, 372-402
o Michael J. Klarman, “Is the Supreme Court Sometimes Irrelevant? Race and the
Southern Criminal Justice System in the 1940s”
o James H. Meriwether, “`Worth a Lot of Negro Votes’: Black Voters, Africa, and
the 1960 Presidential Campaign”
o Kim England and Kate Boyer, “Women’s Work: The Feminization and Shifting
Meaning of Women’s Work”
o Richard H. Immerman, “`Dealing with a Government of Madmen’: Eisenhower…”
o K. A. Cuordileone, “`Politics in an Age of Anxiety: Cold War Political Culture…”
PREP: Today we want to think about the different kinds of history, the different approaches
historians use to make sense of the past. We will divide responsibilities today. Read your two
assigned articles. Think about the kinds of questions they are asking, the sources they use to
answer their questions, and what these choices tell us about the kind of history the authors are
writing. Be ready to report to the class about what you discovered.
15
19. (W) March 2
Reviewing Books and Articles
READING:
 Rampolla, A Pocket Guide, 36-37
 Prof. Catherine Lavender, “On Writing Book Reviews,” available at:
https://csivc.csi.cuny.edu/history/files/lavender/review.html
 Course Packet: pp. 226-231
o Steven Stowe, “Thinking about Reviews”
 Moodle: Reviews of Patrick Hagopian’s The Vietnam War in American Memory
o G. Kurt Piehler in Journal of American History
o Kirk Savage in Indiana Magazine of History
o Robert J. MacMahon in Diplomatic History
o Scott Laderman in The Public Historian
o Michael Kammen in Reviews in American History
PREP: Think about the differences among these book reviews, all written about the same text.
How did the audience for each journal shape the reviews? Which did you find most useful? Why?
20. (F) March 4
Library Session #2: Meet in Library 118
READING:
 Presnell, The Information-Literate Historian, chs. 2-4
PREP: Today’s library session will focus on tools for finding secondary sources, both those we
use to begin our research, and those that can take us much more deeply into our subject. We’ll do
a fascinating exercise that will also allow you to “see” the concept of historiography. By the end
of today’s session you will be ready to locate books and articles on your research interest that can
serve as the focus of your upcoming paper assignment, and we will also talk about how to locate
book reviews. Today’s reading will make the session productive. You will sign up for individual
meetings about your upcoming research projects today.
21. (M) March 7
Thinking Historiographically: Imagining Our Possibilities
READING:
Three sources you identify.
PREP:
Today’s class is designed to help you imagine the reach of the historical discipline and the range
of ways in which those who practice history pursue their craft. Put another way, we want to think
historiographically today. Building on the work we did on Friday looking at the timing and
quantity of history written about Japanese American incarceration during World War II, today you
you will use the skills you have learned to locate at least three different scholarly articles or books
focused on this subject. Skim each of these for approach, source usage, and thesis, and fill out
the Historiography Worksheet. When we compile these together in class, we will have a chance
to continue our conversation about the different kinds of history, and the particular possibilities of
each historiographical lens. (EXERCISE #6)
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22. (W) March 9
The Historical Conversation: Gutting a Book
READING:
 Moodle: Gutting Worksheet
 Patrick Rael, Reading, Writing, and Researching for History, sect. 2.c., “Predatory Reading,”
available at: http://www.bowdoin.edu/writing-guides/
PREP: Your job for today is to locate three monographs focused on topics related to your
possible research subject. (Monographs are a study of a focused, single subject, usually written
by a single academic historian, and should have either footnotes or endnotes and a bibliography.)
To identify some possibilities, follow the instructions from our library session. When you go to
the stacks to look at your selections, also browse the books nearby. Pick one book and spend no
more than two hours “gutting” it and begin the worksheet. Then locate at least one review
of the monograph and compare its perspective with your own and complete the worksheet.
Bring the monograph and your completed worksheet with you to class. (EXERCISE #7)
23. (F) March 11
Brainstorming your Projects!!
**Your THIRD paper is DUE in class TODAY!!**
Enjoy Spring Break! See you in a week!
UNIT FOUR
DOING HISTORY: THE HISTORIAN AT WORK
* * * * *
In this unit you will finally be turned loose to “do history” as you complete a research project on a topic
of your own choosing (though I will ask that the projects consider a subject in the history of the United
States since 1860.) You’ll develop a topic and then research, write, and revise a paper and digital
timeline on that topic. We’ll devote time to the research process (use of reference works, electronic
databases, bibliographical aids, the use of Summit and inter-library loan); the management of your
research materials (note-taking, research logs, avoiding plagiarism); the craft of writing; the creation of
a digital timeline using Timeline JS, and the particular aspects of presentation used by historians to
communicate (effective use of quotations, proper citation, paper formatting). While you’ll each work
independently on your own projects, you’ll work together as peer-advisors and editors. You’ll find that
preparation for class will largely be devoted to applying lessons and techniques to your particular
project. Even so, there will be much to do outside of class. Success in this unit will require diligence,
discipline, and persistence. This unit should prepare you to face the challenges offered by upper-division
courses and History 400, the Research Seminar.
17
Let a thousand historical flowers bloom. History is never a closed
book or a final verdict. It is forever in the making.
--Arthur M. Schlesinger, Jr., 2007
24. (M) March 21
Getting Started on the Research Project: Strategizing
READING:
 Rampolla, A Pocket Guide, ch. 5
 Presnell, The Information-Literate Historian, ch. 1, 6
 Course Packet, pp. 248-252, Roy Rosenzweig, “Historical Note-Taking in the Digital Age”
PREP: By the time you come to class today you must have some general sense of direction for
your research project. To track your process, progress and project, purchase a research log. With
your research log at the ready, think about a possible topic. Think about related subjects, events,
people that intrigue you. Are there questions here that warrant investigation? Bring this thinking
with you to class in the form of an entry in your research log. Today we will also talk about
possible methods for organizing your research materials and discoveries. We will also discuss
whether there is interest in learning about Zotero, an electronic note-taking system.
25. (W) March 23
Primary Sources and Timelines
READING: Presnell, The Information-Literate Historian, review 116-167 and read ch.7
PREP: Today we will spend time with Peggy Burge talking about searching for primary sources
for your research projects and about constructing a timeline as one piece of the projects. Today’s
reading should allow this to be a largely hands-on process. Before this session, use what you’ve
already learned about library research strategy for tertiary and secondary sources, and set out to
acquire background information about your possible areas of research. Find and read the best
overview of your general topic available in a subject encyclopedia or dictionary. Start by
perusing the list on our on course webpage, created by Peggy Burge:
http://research.pugetsound.edu/hist200Bristow. Bookmark or make a copy of the most useful
entry and bring it with you to today’s session. Also please bring a laptop with you to class. These
can be checked out at Tech Services in the library. We will meet in our regular classroom.
26. (F) March 25
Organizing your Research Materials
READING: Review Rampolla, pp. 93-94
PREP: Given that your research should be well underway, you need to make a decision about
how you will create and manage your research materials. By class time today, figure out how you
will manage both your bibliography and your note-taking. Then take notes on any two sources,
and bring two copies of your notes for those two sources with you to class. You will work
with one set in class, and turn in the other. (EXERCISE #8)
27. (M) March 28
Using Sources Honestly: Academic Integrity and Plagiarism
READING:
 Rampolla, A Pocket Guide, ch. 6
 University of Puget Sound Logger, section on “Academic Integrity,” available online at
18
http://www.pugetsound.edu/student-life/personal-safety/student-handbook/academichandbook/academic-integrity/
 Course Packet: pp. 253-272 Articles on Ambrose, Goodwin, and plagiarism
 Moodle:
o Joyce Seltzer, “Honest History” and Joanne Meyerowitz, “History’s Ethical Crisis”
PREP: Begin by looking over the materials on plagiarism. Make sure you really understand
what it is and how to avoid it. Next consider the cases of Stephen Ambrose and Doris Kearns
Goodwin. Would they have been found guilty if they had been students on our campus?
28. (W) March 30
Notes and Bibliographies
READING:
 Rampolla, A Pocket Guide, 27-29, 111-144
 Moodle:
“Annotated Bibliographies,” University of Wisconsin Writing Center, at
http://www.wisc.edu/writing/Handbook/AnnotatedBibliography.html
PREP:
By today you should be able to demonstrate that there will be sufficient primary
sources for your research paper. Continue to polish your bibliography, dividing it into
primary and secondary sources. Then annotate any three entries. Print up a copy of the
bibliography, with the annotations, and bring it with you to class. For an example of an
annotated entry, see Rampolla, p. 29. Also look carefully at the difference in format for
footnote/endnote citations in comparison to bibliographic formats. We will test our knowledge of
citation and bibliography formats in class today! (EXERCISE #9)
29. (F) April 1
Working with the Language of your Sources / Using Evidence Effectively
READING:
 Rampolla, A Pocket Guide, 106-111
 Patrick Rael, Reading, Writing and Researching for History, sect. 7.a., “Presenting
Primary Sources in Your Paper,” at http://www.bowdoin.edu/writing-guides/
PREP:
Bring a hard copy of one of your primary sources with you to class today. We will focus both on
the close and critical reading of primary sources—reviewing what we talked about weeks ago—
and also talk about how to use primary source quotations effectively in a paper.
30. (M) April 4
Working Hypothesis: A Question, a Claim, and Telling Details
READING:
 Review Rampolla, A Pocket Guide, 94-96
 Moodle:
Patrick Rael, Reading, Writing and Researching for History, sect. 5.c.: “The
Thesis” at http://www.bowdoin.edu/writing-guides/
PREP: Write out your working hypothesis (a claim) and identify three primary source quotations
that support it. Then, write up a paragraph or two using these “telling details” to explain
some part of your working hypothesis. (Yes, you are starting to write, even as we will use
this exercise to review the effective and correct use and citing of quotations.) Be sure you
introduce the quotes effectively, that they fit grammatically, and that all punctuation is
correct. Then insert note numbers and include footnotes at the bottom of the page.
(EXERCISE #10)
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31. (W) April 6
Timeline JS Workshop
PREP: Today we will meet with Lauren Nicandri to learn about Timeline JS. By today, then, you
need to think about the timeline related to your developing project. What are three important
dates/events and how might you caption them? What images might accompany them to facilitate a
viewer’s understanding? Email this material to yourself before class. LOCATION TBA
32. (F) April 8
Research and Planning Day
No Class Meeting Today. I will be attending the Organization of American Historians
meeting today. Use your time well; there is much to do!
33. (M) April 11
Formulating and Organizing Your Ideas: The Timeline and the Outline
READING:
 David Kornhaber, Harvard College Writing Center, “Outlining,” at:
http://writingcenter.fas.harvard.edu/pages/outlining
 Patrick Rael, Reading, Writing and Researching for History, sects. 5.a.
“Structuring Your Essay,” at http://www.bowdoin.edu/writing-guides/
 Course Packet: pp. 283-289 Wayne C. Booth et al, “Drafting Your Report”
PREP:
Make sure you have completed three timeline entries. With these in mind, formulate and
write out your paper’s claim. Underneath it type a “point-based
outline” of your argument, as described by Booth. Remember that a “point-based outline”
organizes not by topics but by ideas. When you can, make notes about the particular evidence
you can use to support the points. In class you will give a two–minute progress report,
emphasizing your thesis, key arguments, timeline and best evidence. (EXERCISE #11)
34. (W) April 13
The Introduction and the Conclusion
READING:
 Rampolla, Pocket Guide, review 59-62, 65-67
 Course Packet:273-282 Wayne C. Booth et al, “Introductions and Conclusions”
PREP:
Think carefully about the significance of your research question and your thesis. What is the
historiographical context for your work? What is the intellectual problem you are solving? What,
in turn, is the contribution your thesis makes to the scholarly conversation? Now think about how
you will structure your introduction. With what will you begin? How will you signal the
importance of your work? How will you situate your reader? Now write an introduction
following the guidelines offered by Booth, and bring two typed copies with you to class.
(EXERCISE #12)
35. (F) April 15
Drafting Day: No Class Meeting
READING:
 Review Rampolla, A Pocket Guide, ch. 62-65
 Review Course Packet, pp. 156-161
o Harvey, “Paragraphs”
 Handout: First Draft Checklist
20
PREP:
Write, write, write! When you have a complete draft, step back to look at the pieces to make sure
they all fit. What is your thesis? Do you announce it in your introduction? Does the introduction
also situate your topic and your argument for the reader? Does your conclusion restate the thesis?
Are you consistent in the thesis you argue? Does your conclusion also suggest why your findings
are important? Finally, be sure that each body paragraph argues a single point, and that that point
actually helps you prove your thesis. When all this is in order, review for correctness.
36. (M) April 18
The First Draft: De-Briefing
PREP:
Be sure to bring THREE COPIES of the completed draft with you to class. You should have a
draft of at least 8 pages. Remember that you may NOT use the 48-hour rule on the first draft
assignment. You must turn in some form of a draft TODAY IN CLASS. No exceptions.
**THREE copies of the FIRST DRAFT
of your research paper are due in class
TODAY!**
37. (W) April 20
Rest Day
Enjoy a day away from class. I’ll be busy reading your drafts!
38. (F) April 22
Preparing for Revisions
READING:
 Rampolla, Pocket Guide, 67-76, 97
 Course Packet:290-294
Wayne C. Booth et al, “Revising Your Organization and Argument”
 Harvard Writing Center, “Revising the Draft”; “Editing the Essay, Part One”; “Editing the
Essay, Part Two” at http://writingcenter.fas.harvard.edu/pages/strategies-essay-writing
 Self Evaluation Worksheet
PREP:
Today we will talk about ways to proceed with the revision process. This will allow you to begin
the process of revision, even before you receive feedback from your classmates and your
professor. Read over the suggestions on how to engage the revision process, including the selfevaluation worksheet, and begin to imagine your next steps.
39. (M) April 25
READING:
Workshop with Peer Reviewers
21
 The papers of two of your classmates.
PREP: For today’s class you will be providing advice for revisions to two of your
classmates. Your responsibilities will be outlined in a separate handout that will include clear
guidelines for peer-editing. You will spend the first part of class today exchanging ideas
about the first drafts. You will need to type up two copies of your comments for the
paper you are peer-editing. You will give one copy to the author of each paper, and one
copy to me. (EXERCISE #13)
40. (W) April 27
Workday and Individual Meetings: No Class Meeting
PREP: By today you need to have made some decisions about your revision work. Using
what you have learned from your own work looking at the draft, as well as the
comments provided by me and your peer reviewer, fill out the self-evaluation worksheet
and bring it with you to your meeting with me. (EXERCISE #14 )
41. (F) April 29
Writing Workshop
READING:
 Rampolla, Pocket Guide, 69-76
 Review Course Packet, pp. 156-161
o Harvey, “Paragraphs”
PREP:
Carefully revise two pages of your paper, paying close attention to paragraph and sentence
structure and word choice.
42. (M) May 2
Workday! No Class Meeting.
43. (W) May 4
Title, Introduction and Conclusion Revisited / History 200 De-Brief
READING:
 Review Course Packet: pp. 273-282
Wayne C. Booth et al, “Introductions and Conclusions”
PREP:
Go back and look carefully at your introduction and your conclusion. Does your introduction
offer historiographical and historical context to situate the reader? Does it announce your paper’s
key idea? Does it capture the reader’s interest? Does your conclusion tie your findings to a
broader theme or issue? Revise either your introduction or your conclusion and bring a copy
of the new version with you to class. (EXERCISE #15 )
Remember:
Your FINAL projects are due in my office
by 2:00 p.m. on Friday, May 13th
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Have a GREAT SUMMER!!
Classroom Emergency Response Guide
Please review university emergency preparedness and response procedures posted at
www.pugetsound.edu/emergency/. There is a link on the university home page. Familiarize yourself
with hall exit doors and the designated gathering area for your class and laboratory buildings.
If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the designated
gathering area so she/he can account for your presence. Then wait for further instructions. Do not
return to the building or classroom until advised by a university emergency response representative.
If confronted by an act of violence, be prepared to make quick decisions to protect your safety. Flee
the area by running away from the source of danger if you can safely do so. If this is not possible,
shelter in place by securing classroom or lab doors and windows, closing blinds, and turning off room
lights. Stay low, away from doors and windows, and as close to the interior hallway walls as
possible. Wait for further instructions.